FORMING THE STRUCTURE OF PROFESSIONAL AND CREATIVE READINESS OF A FUTURE DESIGNER FOR CONSTRUCTION ARTIFACTS OF VISUAL CULTURE

Abstract

The article is dedicated to modeling the structure of the designer’s professional and creative readiness to design and construct artifacts of visual culture. The subject of theoretical research is components of a future designer’s readiness structure: creative, cognitive, reflective and technological. The constructivist approach to design education contributes to the formation of the structure of a student’s readiness to design the potential of visual communication in the form and content of artifacts. In creating images, as opposed to the naturalness of realism, the constructivist approach aims students at coding information with formalistic styles in a system of conventional symbols and meanings. Theoretical knowledge becomes the means of encoding information in images, they are included in the signs and symbols of the geometric language and artistic interpretations. Three mechanisms of the constructivist approach contribute to the system of formation of a designer’s readiness: interdisciplinary, educational, technological. The formation of a designer’s readiness to work in the field of visual culture is facilitated by two main stages: procedural and personal. The method of the first stage is moderate constructivism in the geometric generalization of the form. At the second stage, the construction of images is based on the constructive position of the individual, radical constructivism and artistic interpretations of geometrically generalized forms are used. As a result, the images become aesthetically pleasing to the viewer. The system of form meanings for a certain content of an artifact is considered in the context of visual communication and understanding of the semantic model by the viewer.